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  • We sense both physical and psychic (conscious) energy.

    I am an advocate for reintroducing the scaffolding of the full range of sense-abilities in the realm of early childhood, as was the norm in indigenous cultures. In western culture it does occur, incidentally, definitely not the norm. I understand something of the historical events that gave rise to that situation. Sad. Inappropriate control constructs.

    In indigenous society the toddler around the campfire already knows the dangers because the experience of 'hot/danger' has been induced by adults, though this does not preclude accidents happening. This is relative to learning respect (not fear) of the physical environment.

    Daughter Emy was raised in this way. She could make you a hot cup of tea at just over two years of age. Not a pretend cup. She wanted to do everything that I did. Normal behaviour. So I guided her with respect. I even told her that when she is in childcare etcetera, that they can't let you do those things when the parents are not there. And the reasons why. I told her everything like that in a way that she could understand. I intend to include some of these stories at another time. They demonstrate the care involved.

    When the child is first cognitive of something, through waking senses or higher senses, you see the click in the aura, or feel it in their aura, or see it in their body language which is open and unconditioned. Probably why in language the expression, 'it clicked', arises. I've been aware of the click within me several times as an adult.

    When the child is observed to be first cognitive of something, they are supported or scaffolded by the adults. The child's awareness could need validation and certainly does not need to be invalidated, especially when that awareness is coming from the 'higher' senses.

    Working in early-childcare I was well aware of the potential for a child to be shut down by an adults response; "oh you're just making up stories", "oh it's just your imagination", or even more scary, "stop telling fibs".
    If it is a story from the imagination, then recognise it as a valid aspect of one's creativity.
    Though it's important not to assume it's imagination just because we may think it is.
    Really listen to the child.
    If you are in any way sensitive, or clairsentient, you will know anyway, which type of story or relating you are experiencing.

    You could say that I was somewhat disappointed working in early child-care, knowing that all of these marvellous potentials exist for the human condition, being raised in two camps, and seeing the differences in 'awareness' that result. And yet we had to follow the protocol of respecting the belief systems of parents. Basically that meant that one's knowledge of spirit, combined energies of life-force, consciousness - pineal and heart, is reduced to a belief system, and we are not allowed to inject personal belief systems into the mix. Official line: That is the parents job. Because the western system sees any form of discussion about 'energetics' as a religious belief. I don't have a Phd, a Masters or a BA, only a BSA (Bull S@*t Artist), but I've never come across so much codswallopping of the too hard basket in my life. Reality: I appreciate the dilemma. I also appreciate that things are changing, in small steps. Shift. We each do our bit, realising we are all where we 'need' to be.

    Anyway, this setting was personally challenging, not because I disrespected that individuals have the right to their beliefs, but because I could see a more magnanimous, gregarious human condition, that which I experienced as a youngster growing up in a psychic (conscious) society. A more fear-less, respect-full, mind-full, loving approach, born out of greater awareness. The critical aspect, was that; a far greater awareness. At any rate, we do what we can working with love. Some is better than none.

    The challenge really hit home one day in an after-school-care environment when circumstances arose that got my mind racing, to manifest an appropriate response to a six year old child's question.

    "Trevor, what's that blue line I can see around people?"
    Immediately aware of the above mentioned protocols and more importantly for me, not wanting to shut the child down, basically thinking, merde, how do I handle this?, I dropped down to her level and asked, "Oh, can you see that can you darling?" She responded, "Yeah".
    Sensing the value to keep the conversation alive I continued, "Oh, that's good! When can you see that?"
    She replies, "All the time. But when people get out of the pool I can see it real easy."
    Well, that was a bit of extra information!
    "Oh true? That's cool! Did you ask your mum about that?"
    "Yeah, but she doesn't know."
    "Oh, that's OK darling. Sometimes people don't know. But if you see it, you keep watching, and maybe you will see more".

    That was it. Handled like that, rightly or wrongly, even though I appreciate you folks know there is no right or wrong. I discussed it with my superior, a beautifully open minded woman, just to cover the bases.

    I had never met the child's parents. Her grandmother used to pick her up.
    The next night her mum arrives to pick her up.
    She told of her daughter relating the previous night's incident to her. She explained that she had some awareness of what was going on with her daughter but was not sure of how to approach/explain/scaffold her daughters learning in that area.
    She then asked if I could talk more about it with her daughter. Of course I said yes.
    Then within a week a number of wishes of other parents filtered through, asking the same thing.
    So I designed some exercises and took the kids through them.

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